Year Level: 7 Victorian Curriculum Level:7 (VCSSU093)
Key Inquiry Questions: How can interactions between organisms be described in terms of food chains and food webs? How can interactions be affected by human activity?
Goals(include knowledge and skills goals):
constructing and interpreting food chains and food webs to show relationships between organisms in an environment
recognising the role of microorganisms within food chains and food webs
researching examples of human impacts on specific ecosystems, for example, the use of fire by traditional Aboriginal people, the effects of palm oil harvesting, deforestation, agricultural practices or the introduction of new species
Victorian Curriculum Achievement Standards: Statement from the end of the level descriptor :They use and develop models including food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems
Unit Title
Duration
Strands: Biological Sciences
Key Activities and Resources (Include eLearning, differentiation strategies, resources)
Achievement Standards and Assessment Tasks (Include Formative and Summative Assessment strategies).
4.1Ecosystems - involve both living and non-living factors and how they interact with each other.
4.4 Angiosperms interactions – Insects and animals have a role in pollination and dispersal of seeds.
INV 4.6 practising botanist- observation skills and flowers Extension Flower dissection Plant model
4.5 Another bean stalk story – designing experiments and collecting and analysing data
Designing an expt to investigate what affects the growth of seeds
4.7 Recycle Me –Review of producers, 1st , 2nd and 3rd order consumers and their different names • the carboncycle, the water cycle and the nitrogen cycle explain how living organisms recycle atoms.
INV 4.7 looking at decomposers INV 4.8 Investigating decomposition
Extra: Worm activity Extension INV 4.9 Preserving apples
Videos
Only if time – as this is covered in other subjects and at other year levels
Education Perfect note
1. The initial links for some of the education Perfect modules have been provided for students to attempt on their own. If teachers require feedback they should assign them as a task for your class
2. The remaining EP modules have been given by name only – again teachers can assign thee to a student or the student can attempt these on their own as extension/ extra work. They do this by 1. Logging on to Education Perfect (login name is MGSCFirstnameLastname and password is their Firstname) 2. Navigating to the science subject -> Year 07 Science Understanding -> Ecosystems
Class Notes
What all the terms mean (from the specfic to the most general
an ORGANISM of a species will live with others of its species and when we count them up we call them a
POPULATION And along with the other populations in this place they make up a
COMMUNITY which is within an
ECOSYSTEM that is part of a
BIOME and all the biomes make up the
BIOSPHERE
a
Table of results for abiotic factors,; Soil temp, air temp, soil type, light intensity, other useful observations
Locations, Tech alley way
Gravel car park
Cricket pitch
JLC corner garden
2 others of your choice
Project
Groups of six; one person from each group responsible for 1 of the six locations in the table above.
Questions to answer for your area
1. Collect abiotic data over three days
2. List the plants and animals - Photos
3.identify the producers, herbivores, carnivores 1, 2, 3 order consumers
4. make a food chain
5. describe what would happen to your food chain if alll the herbivores were wiped out
6. describe the distribution of one of the populations for your area
7. describe the habitat of the herbivore in your area
8. describe one organism only found in your area and explain why it is not found in the other areas your group studied (distribution and tolerance).
When complete stick each of the A4 pages together to make a giant poster for your group that shows all the areas studied by your group.
___
Class notes continued
Habitats
This is the place where an organism lives ( like your address).
Different animals prefer different habitats and each of these habitats will have different abiotic and biotic factors.
Throughout a habitat the individuals of a species make up the population.
How far a population spreads is called its distribution. The distribution is controlled by biotic and abiotic factors.
Example The eastern Grey kangaroo in Melbourne is limited by the abiotic factors of water availabiity and shelter (and the biotic factors of of food and prey . this is why they are limited to grassy plains on the outskirts of our city.
Some species are moire tolerant to a wider range of abiotic factors eg drought tolerant plants that can also put up with a
Ecosystem is the interaction between the abiotic and biotic fact factors forming a biological community
Comparing abiotic and biotic factors for an alligators environment
This is an example of a food web
Can you draw the food chains that make up the food web?
Food chains and food webs and their labels
All the plants in the world are called producers.
We call them this because they make their own food by the process photosynthesis.
Carbon dioxide gas +water -------> glucose + oxygen + water (this happens in green plants when there is light and chlorophyl present.)
Another name for producer is an autotroph.
Consumers can be grouped as first order consumers (herbivores) , second order consumers ( carnivore or omnivore or insectivore), third order, consumers, fourth order consumers. Some times we name the consumers based on their role in an ecosystem. Example predator (carnivore ) will eat its prey (herbivore) and when it dies it will be eaten by a decomposer.
Heterotroph is the general term for any animal or organism that eats something else.
Looking at decomposers Prac
Diagrams of the steps
1. Green grass in a dish
2. Dead grass in a dish
3. Decomposing grass in a dish
4. Agar plate and green grass
5. Agar plate and dead
6. Agar plate and grass
6. agar plate and decomposing grass
Questions from foodchains
126 Q’s 4,7,8,14
q 4 Which organism traps sun energy? = PLANTS
q7. Sunlight
q8. Chlorophyll is the green pigment that captures light energy.
q14 - eating lettuce I am a first order consumer
- when I am eating rabbit I am a second order consumer
when I am eating shark I am a 3rd order consumer.
Observing my Terrarium
Draw your terrarium (in pencil - take about 10 lines or more)
Initial observations:
height of plant
number of leaves
height of soil
mass of the terrarium and plant and soil and water
colour of the soil
other observations eg is it bushy, are the stalks thin or thick,
Observations after about 1 week
height of plant
number of leaves
height of soil
mass of the terrarium and plant and soil and water
colour of the soil
other observations eg is it bushy, are the stalks thin or thick,
Questions
List the things that grew well and the things that did not grow well
Make an hypothesis as to why they grew well.
Make an Hypothesis as to why they did not grow well.
did the soil dry out?
was it a good idea to seal the terrarium?
Conclusion
The plant grew in the closed terrarium and got all its requirments for photosynthesis from the air in the bottle
The process that allows plants to make their own food is called photosynthesis.
This is where Carbon dioxide from the air and water from the soil combine to form glucose (food) and oxygen.
Carbon dioxide + water ------- (light energy in the presence of chlorophyl) ------> glucose + oxygen
Angiosperm examinations - Looking at flowers
Draw your flower and label all the parts HINT: use your textbook to help - you should be able to find the stamen, anther, filament, stigma, style, petal, carpel, ovary , receptacle
The role of the parts of the flowering plant
The anther holds the pollen
The filament supports the anther.
Together the anther and the filament is called the stamen - this is the male part of the plant
The female parts (stigma, style, ovule, ovary, egg)
The pollen lands on the sticky stigma and grows down the style into the ovule (whichis inside the ovary) . Here it fertilises an egg. This grows into a seed. If the seed germinates we get a new plant.
All the rest of the plant eg the petals and sepals attract insects or birds to assist with pollination. the transfer of the pollen to the stigma.
A quick look at the leaf
The leaf is made of cells. Each cell has a special job.
When you use a microscope to zoom in on the green cells you can see that the only green things are the. chloroplasts. The chloroplasts are the place where photosynthesis takes place.
Growing a seed into a plant
Structure of a plant
While a seed is germinating it needs moisture and warmth but no light - it is under the soil.
Once it has germinated 1 or 2 little "seed leaves" poke through the soil and now the plant needs light fro photosynthesis.
a growing plant and its parts
Cycles in nature
a cycle in nature is when we examine the progress of one type of compound as it flows through the ecosystem. the water cycle shows the flow of water through a range of states as it moves through the environment. It shows the water condensing into clouds and then falling as rain or precipitation. When it falls on the ground it runs down hill until it reaches the sea. From here it can be evaporated as a gas into the atmosphere.
The carbon cycle focuses on the movement of carbon as it combines with other elements as it moves through the ecosystem. It can be breathed out as carbon dioxide, taken into a plant and used as a reactant in photosynthesis to make glucose and then can be eaten by another animal and used as a reactant fro respiration.
photosynthesis
carbon dioxide + water ----> glucose + oxygen
respiration
glucose + oxygen --------> carbon dioxide + water
Another element cycled through the ecosystem is nitrogen. and we call this the nitrogen cycle. Find a picture and draw it.
The Nitrogen cycle
Nitrogen is an important part of proteins, So without nitrogen we would not have muscles or nerves. Proteins are found in plants too. Nitrogen is often recycled by decomposers making the nitrogen from dead things available for living plants. Animals eat this ( or are eaten) and so the nitrogen is cycled around. Urea is a waste product that contains Nitrogen. It is collected by kidneys and added to water to make urine. When this is excreted it is broken down by bacteria to release the nitrogen. Extension What role does lightening have and root nodules have in the nitrogen cycle?
Observation of the ecosystem using the microscope
1. plant cells - leaf, root, stem
2. Hair slide-
how to draw what you see through the microscope
size
magnification
labels
3. what else is in the ecosystem
dirt
dead insects
pond water
4. Design problem
can you use your iPad to look through the microscope?
Make an attachment for your iPad to help you take clear microscopic images
Expt 4.3 in chapter 4.1 Testing Abiotic factors
A. Soil testing
1. put some soil on a watchglass and add 3 drops of universal indicator.
2. mix in some calcium carbonate (white powder)
3. record colour in table
B Testing Acidity in water
1. add 3 drops of universal indicator to water. record colour and pH number
C Testing for Salinity ( how salty)
1. add 3 drops of silver nitrate to the water. record the cour change. very white means very salty, grey means a little salty, clear means no salt
Results
Abiotic Factor
Ecosystem A........
Ecosystem B.......
Water temp in Degrees C
Soil Temp
Water pH (colour and number)
Salinity
Soil pH
Ecosystems
Living
magpie, Crow and bee, Flower, spider
Dead
Wasp,Bird,dry leaves,possum
Nonliving
Litter, rock,bin, cricket pitch, buildings, water, dirt, air,light, temperature
Habitat
spider web, tree, house, garden bed,
Ecosystem
The interaction between -The living and nonliving things in an area.
Eg
Sally eats food Grass gets eaten by snails and humans eat snails
Measuring abiotic factors
We used the data loggers to collect the information about
air temperature
soil temperature
light intensity
and soil pH
ques 1
Provide an example of each of the following.
An abiotic factor -water temp, Soil temp,
A biotic factor - worms, bird, snake, plant
A species - green tree frog,
An ecosystem - rainforest, mini ecosystem tree, Reef,
ques 4
Distinguish between:
abiotic and biotic factors - abiotic is nonliving and biotic is living
distribution and density - distribution where its found (location), density is how many in a given area.
cells and organisms -cells make up organisms
population and community - How many, community - group of species and the number of each in the species - eg woodland community includes the trees and gras and wallabies and koalas and parrots, wombats, echidnas, ants, flies
Ques 5
List five abiotic factors that are part of the ecosystem in which you live. - water temp, soil, soil temp, materials, water, wind, light, air pressure, fire, temp,
List five biotic factors that are a part of your ecosystem. - ants, humans, micro organism, spider, bird, dog,,
Select one of these biotic or abiotic factors and research the possible consequences if it changed. - water- less water leads to drought
Suggest how any negative consequences might be minimised.- conserve water
Ques 9
Select an abiotic factor from the list below and find out more about how it affects the survival of a particular organism.
Old outlines
Key Concepts
1. Interactions in ecosystems
2. Food chains & webs and pyramids
3. Cycles
4. Pollination, fertilisation and germination
5. Unbalanced ecosystems
NAME:
Science Quest 7 TEXTBOOK
SCIENCE Quest 7 PRACTICALS / ACTIVITIES
SCIENCE Quest 7 HOMEWORK
OTHER ACTIVITIES/RESOURCES
1
4.1Ecosystems - involve both living and non-living factors and how they interact with each other.
Suggestions: Inv 4.2 mini ecosystem Inv 4.3 measuring abiotic factors Education Perfect Yr7>Ecosystems>1.ecosystems> 1.1 Ecosystems vs Environment
4.4 Angiosperms interactions – Insects and animals have a role in pollination and dispersal of seeds.
INV 4.6 practising botanist- observation skills and flowers Extension Flower dissection Plant model
Understanding & Inquiring Q’s 1-10
Words to Learn Pollen, ovule, embryo, dispersal, seed, germination, pollination, stigma, anther
4
4.5 Another bean stalk story – designing experiments and collecting and analysing data
Designing an expt to investigate what affects the growth of seeds
Words to Learn Dependent and independent variable, fair test, control, hypothesis, procedure, method, aim, conclusion
4
4.7 Recycle Me –Review of producers, 1st , 2nd and 3rd order consumers and their different names • the carboncycle, the water cycle and the nitrogen cycle explain how living organisms recycle atoms.
INV 4.7 looking at decomposers INV 4.8 Investigating decomposition
Extra: Worm activity Extension INV 4.9 Preserving apples
Videos
Understanding & Inquiring Q’s 1-10
Words to Learn Wastes, matter, carbon, nitrogen, cycle Scavengers, protozoa, bacteria
5
4.7 Unbalanced ecosystems - Our populations have dramatically increased in size, how will this affect ecosystems
Only if time – as this is covered in other subjects and at other year levels
EP all of module 3. Human effects
Words to Learn Global warming, greenhouse effect
6
4.6 Bush tucker - extension
Explore the types of bushtucker and make a poster to represent these
A good poster will include , pictures and names of the tucker, its use, a comparable food you may eat, the advantages of the different foods
Subject: Science: Ecosystems
Key Inquiry Questions: How can interactions between organisms be described in terms of food chains and food webs?
How can interactions be affected by human activity?
Victorian Curriculum Achievement Standards: Statement from the end of the level descriptor :They use and develop models including food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems
(Include eLearning, differentiation strategies, resources)
(Include Formative and Summative Assessment strategies).
Inv 4.2 mini ecosystem
Inv 4.3 measuring abiotic factors
Education Perfect
Yr 7->Ecosystems->1. ecosystems-> 1.1 Ecosystems vs Environment
https://www.educationperfect.com/login/#Subject=32;List=1383162;page=SelectList;Module=457420;BaseLang=6
EP ->1.2 biotic and abiotic factors
__https://www.educationperfect.com/login/#Subject=32;List=1383164;page=SelectList;Module=457420;BaseLang=6__
Specimen case could be used here
INv 4.5
Ext
__going extinct - off track a podcast__
__how to trap a platypus - off track podcast__
__journey to macquarie marshland - off track podcast - a unique ecosystem__
Extension Flower dissection
Plant model
• the carboncycle, the water cycle and the nitrogen cycle explain how living organisms recycle atoms.
looking at decomposers
INV 4.8 Investigating decomposition
Extra: Worm activity
Extension INV 4.9 Preserving apples
Videos
Ecosystem, biotic, abiotic, organism, species, population, community, habitat, distribution, density, tolerance range, cellular respiration, photosynthesis, Food chain, food web, producer, consumer, decomposer, photosynthesis, autotroph, heterotroph, herbivore, carnivore, omnivore, competitors, prey, predator, trophic level, energy, pyramids, Pollen, ovule, embryo, dispersal, seed, germination, pollination, stigma, anther, Dependent and independent variable, fair test, control, hypothesis, procedure, method, aim, conclusion, Wastes, matter, carbon, nitrogen, cycle, Scavengers, protozoa, bacteria, Global warming, greenhouse effect
Education Perfect note
1. The initial links for some of the education Perfect modules have been provided for students to attempt on their own. If teachers require feedback they should assign them as a task for your class
2. The remaining EP modules have been given by name only – again teachers can assign thee to a student or the student can attempt these on their own as extension/ extra work. They do this by 1. Logging on to Education Perfect (login name is MGSCFirstnameLastname and password is their Firstname) 2. Navigating to the science subject -> Year 07 Science Understanding -> Ecosystems
Class Notes
What all the terms mean (from the specfic to the most generalan ORGANISM of a species will live with others of its species and when we count them up we call them a
POPULATION And along with the other populations in this place they make up a
COMMUNITY which is within an
ECOSYSTEM that is part of a
BIOME and all the biomes make up the
BIOSPHERE
a
Bird Count
Magpie 1 + 2 + 4 + 3 +3Peewee 2 +
dove 1
rainbow lorikeet 5 +6 + 18 +4 +2
noisy miner 6+ +3+
sparrow
swallow
galah
sulphur crested cockatoo
masked plover (spurred lapwing) 5
Australian Raven 1
Mini environments in our school
Table of results for abiotic factors,; Soil temp, air temp, soil type, light intensity, other useful observationsLocations, Tech alley way
Gravel car park
Cricket pitch
JLC corner garden
2 others of your choice
Project
Groups of six; one person from each group responsible for 1 of the six locations in the table above.Questions to answer for your area
1. Collect abiotic data over three days
2. List the plants and animals - Photos
3.identify the producers, herbivores, carnivores 1, 2, 3 order consumers
4. make a food chain
5. describe what would happen to your food chain if alll the herbivores were wiped out
6. describe the distribution of one of the populations for your area
7. describe the habitat of the herbivore in your area
8. describe one organism only found in your area and explain why it is not found in the other areas your group studied (distribution and tolerance).
When complete stick each of the A4 pages together to make a giant poster for your group that shows all the areas studied by your group.
___
Class notes continued
Habitats
This is the place where an organism lives ( like your address).
Different animals prefer different habitats and each of these habitats will have different abiotic and biotic factors.
Throughout a habitat the individuals of a species make up the population.
How far a population spreads is called its distribution. The distribution is controlled by biotic and abiotic factors.
Example The eastern Grey kangaroo in Melbourne is limited by the abiotic factors of water availabiity and shelter (and the biotic factors of of food and prey . this is why they are limited to grassy plains on the outskirts of our city.
Some species are moire tolerant to a wider range of abiotic factors eg drought tolerant plants that can also put up with a
Ecosystem is the interaction between the abiotic and biotic fact factors forming a biological community
Comparing abiotic and biotic factors for an alligators environmentCan you draw the food chains that make up the food web?
Food chains and food webs and their labels
All the plants in the world are called producers.
We call them this because they make their own food by the process photosynthesis.
Carbon dioxide gas +water -------> glucose + oxygen + water (this happens in green plants when there is light and chlorophyl present.)
Another name for producer is an autotroph.
Consumers can be grouped as first order consumers (herbivores) , second order consumers ( carnivore or omnivore or insectivore), third order, consumers, fourth order consumers. Some times we name the consumers based on their role in an ecosystem. Example predator (carnivore ) will eat its prey (herbivore) and when it dies it will be eaten by a decomposer.
Heterotroph is the general term for any animal or organism that eats something else.
Looking at decomposers Prac
Diagrams of the steps
1. Green grass in a dish
2. Dead grass in a dish
3. Decomposing grass in a dish
4. Agar plate and green grass
5. Agar plate and dead
6. Agar plate and grass
6. agar plate and decomposing grass
Questions from foodchains
126 Q’s 4,7,8,14q 4 Which organism traps sun energy? = PLANTS
q7. Sunlight
q8. Chlorophyll is the green pigment that captures light energy.
q14 - eating lettuce I am a first order consumer
- when I am eating rabbit I am a second order consumer
when I am eating shark I am a 3rd order consumer.
Observing my Terrarium
- Draw your terrarium (in pencil - take about 10 lines or more)
Initial observations:- height of plant
- number of leaves
- height of soil
- mass of the terrarium and plant and soil and water
- colour of the soil
- other observations eg is it bushy, are the stalks thin or thick,
Observations after about 1 weekQuestions
Conclusion
The plant grew in the closed terrarium and got all its requirments for photosynthesis from the air in the bottleThe process that allows plants to make their own food is called photosynthesis.
This is where Carbon dioxide from the air and water from the soil combine to form glucose (food) and oxygen.Carbon dioxide + water ------- (light energy in the presence of chlorophyl) ------> glucose + oxygen
Angiosperm examinations - Looking at flowers
Draw your flower and label all the parts HINT: use your textbook to help - you should be able to find the stamen, anther, filament, stigma, style, petal, carpel, ovary , receptacle
The role of the parts of the flowering plant
The anther holds the pollen
The filament supports the anther.
Together the anther and the filament is called the stamen - this is the male part of the plant
The female parts (stigma, style, ovule, ovary, egg)
The pollen lands on the sticky stigma and grows down the style into the ovule (whichis inside the ovary) . Here it fertilises an egg. This grows into a seed. If the seed germinates we get a new plant.
All the rest of the plant eg the petals and sepals attract insects or birds to assist with pollination. the transfer of the pollen to the stigma.
A quick look at the leaf
The leaf is made of cells. Each cell has a special job.
When you use a microscope to zoom in on the green cells you can see that the only green things are the. chloroplasts. The chloroplasts are the place where photosynthesis takes place.Growing a seed into a plant
Structure of a plant
While a seed is germinating it needs moisture and warmth but no light - it is under the soil.Once it has germinated 1 or 2 little "seed leaves" poke through the soil and now the plant needs light fro photosynthesis.
Cycles in nature
a cycle in nature is when we examine the progress of one type of compound as it flows through the ecosystem.the water cycle shows the flow of water through a range of states as it moves through the environment. It shows the water condensing into clouds and then falling as rain or precipitation. When it falls on the ground it runs down hill until it reaches the sea. From here it can be evaporated as a gas into the atmosphere.
The carbon cycle focuses on the movement of carbon as it combines with other elements as it moves through the ecosystem. It can be breathed out as carbon dioxide, taken into a plant and used as a reactant in photosynthesis to make glucose and then can be eaten by another animal and used as a reactant fro respiration.
photosynthesis
carbon dioxide + water ----> glucose + oxygenrespiration
glucose + oxygen --------> carbon dioxide + water
Another element cycled through the ecosystem is nitrogen. and we call this the nitrogen cycle. Find a picture and draw it.
The Nitrogen cycle
Nitrogen is an important part of proteins, So without nitrogen we would not have muscles or nerves. Proteins are found in plants too. Nitrogen is often recycled by decomposers making the nitrogen from dead things available for living plants. Animals eat this ( or are eaten) and so the nitrogen is cycled around. Urea is a waste product that contains Nitrogen. It is collected by kidneys and added to water to make urine. When this is excreted it is broken down by bacteria to release the nitrogen.
Extension What role does lightening have and root nodules have in the nitrogen cycle?
Observation of the ecosystem using the microscope
1. plant cells - leaf, root, stem
2. Hair slide-
how to draw what you see through the microscope
size
magnification
labels
3. what else is in the ecosystem
dirt
dead insects
pond water
4. Design problem
can you use your iPad to look through the microscope?
Make an attachment for your iPad to help you take clear microscopic images
Expt 4.3 in chapter 4.1 Testing Abiotic factors
A. Soil testing
1. put some soil on a watchglass and add 3 drops of universal indicator.
2. mix in some calcium carbonate (white powder)
3. record colour in table
B Testing Acidity in water
1. add 3 drops of universal indicator to water. record colour and pH number
C Testing for Salinity ( how salty)
1. add 3 drops of silver nitrate to the water. record the cour change. very white means very salty, grey means a little salty, clear means no salt
Results
Ecosystems
Living
magpie, Crow and bee, Flower, spider
Dead
Wasp,Bird,dry leaves,possum
Nonliving
Litter, rock,bin, cricket pitch, buildings, water, dirt, air,light, temperature
Habitat
spider web, tree, house, garden bed,
Ecosystem
The interaction between -The living and nonliving things in an area.
Eg
Sally eats food
Grass gets eaten by snails and humans eat snails
Measuring abiotic factors
We used the data loggers to collect the information about
air temperature
soil temperature
light intensity
and soil pH
Provide an example of each of the following.
Distinguish between:
Ques 5
List five abiotic factors that are part of the ecosystem in which you live. - water temp, soil, soil temp, materials, water, wind, light, air pressure, fire, temp,
Select an abiotic factor from the list below and find out more about how it affects the survival of a particular organism.
Old outlines
TEXTBOOK
HOMEWORK
Inv 4.2 mini ecosystem
Inv 4.3 measuring abiotic factors
Education Perfect
Yr7>Ecosystems>1.ecosystems> 1.1 Ecosystems vs Environment
EP ->1.2 biotic and abiotic factors
Ecosystem, biotic, abiotic, organism, species, population, community, habitat, distribution, density, tolerance range
EP -> 1.3 Producers consumers decomposers
EP 1.4 -> consumer types
Specimen case could be used here
INv 4.5
Ext
going extinct - off track a podcast
how to trap a platypus - off track podcast
journey to macquarie marshland - off track podcast - a unique ecosystem
Research – Q 22 page 126
EP -> 1.6 Energy flow
Ext EP 2.2-> Autotrph vs Heterotroph
Food chain, food web, producer, consumer, decomposer, photosynthesis, autotroph, heterotroph, herbivore, carnivore, omnivore, competitors, prey, predator, trophic level, energy, pyramids
Extension Flower dissection
Plant model
Pollen, ovule, embryo, dispersal, seed, germination, pollination, stigma, anther
Dependent and independent variable, fair test, control, hypothesis, procedure, method, aim, conclusion
• the carboncycle, the water cycle and the nitrogen cycle explain how living organisms recycle atoms.
looking at decomposers
INV 4.8 Investigating decomposition
Extra: Worm activity
Extension INV 4.9 Preserving apples
Videos
Wastes, matter, carbon, nitrogen, cycle
Scavengers, protozoa, bacteria
size, how will this affect ecosystems
Global warming, greenhouse effect